The Effect of Teacher–Family Communication on Student Engagement: Evidence From a Randomized Field Experiment

Kraft, Matthew A.; Dougherty, Shaun M.

doi:10.1080/19345747.2012.743636

Cited by 136 publications

(96 citation statements)

References 39 publications

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“…In the remaining five cases, the results displayed by the students and their parents were different, as it appeared from the arguments that the use of different rulers ironically yielded different results. These types of engagement between parents and children at home have been acknowledged by Kraft & Dougherty (2013) as fostering, in the long run, positive outcomes on student's performance. However, most parents displayed satisfaction to the fact that, through the activities, they were also engaged in the education of their children, as emphasised by the parents:…”

Section: Interest and Valuementioning

confidence: 99%

Teaching and learning physics using technology: Making a case for the affective domain

et al. 2017

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Even though its importance is underscored in many research pursuits, attention to the affective domain in learning is often neglected at the expense of the cognitive development of students studying science, in particular physics. In this paper we propose a framework, the pedagogical technological integrated medium (PTIM) founded on the TPACK model, that builds on the existing premises of pedagogy, content and technology to make space for the affective domain where these three premises intersect with each other. We operationalize the PTIM framework through a multi-loop model that explores the affective dimension as an overarching space for interaction among learners, teachers and parents through a series of stages encompassing home tasks, as well as classroom and out-of-school activities. Within the qualitative paradigm, we substantiate from two case studies, an exploratory and an evaluative one in two different schools, that a succinct synchronisation of these various interactive elements promotes knowledge construction springing from the affective domain in terms of motivation, interest and values and also from their inter-relationships.

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Section: Interest and Valuementioning

confidence: 99%

Teaching and learning physics using technology: Making a case for the affective domain

et al. 2017

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“…There were no effects on parent-child communication about school, test scores, the number of assignments handed-in and the likelihood of being suspended. Bergman, Edmond-Verleyy, and Notario-Riskz (2016) and Kraft and Dougherty (2013) Miller et al (2016) provided the information using text messages whereas Kraft and Dougherty (2013) combined text message information with phone calls. Kraft and Rogers (2015) also obtained positive effects of a similar intervention providing parents of secondary school students in the US with weekly, one-sentence messages about their child's performance.…”

Section: Parental Informationmentioning

confidence: 99%

Nudging in education

Damgaard

Nielsen

2018

Economics of Education Review

247

110

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Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of selfcontrol, limited attention and social norms) likely influence choices and this may motivate the use of low cost 'nudges' to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.[P]eople will need nudges for decisions that are difficult and rare, for which they do not get prompt feedback, and when they have trouble translating aspects of the situation into terms that they can easily understand.

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“…This argument is supported by Kraft and Dougherty (2013). They conducted a study based on a randomized field experiment which found that the frequent teacher communication with students' families increased the learners' engagement and their motivation for learning.…”

Section: Readingmentioning

confidence: 68%

The Characteristics of a Successful EFL Teacher in the Learners’ eyes

Mezrigui¹

2017

Eur. j. lang. lit. stud.

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There are two major interrelated reasons behind examining the topic of this paper. In fact, even after many years of their learning English as a foreign language, a large number of secondary school students' level of proficiency in the language is so low that they cannot use it communicatively, and cannot major in it at university, either. Accounting for their underachievement, a large percentage of such students claim that many teachers still play traditional roles in the teaching-learning process, which has contributed to the problem. The main purpose of this paper, therefore, is to explore the extent to which such a claim is justifiable. In this frame of reference, a questionnaire was administered to a certain number of students on the extent to which the teacher is responsible for the issue, as well as what they personally think the key characteristics of a successful EFL teacher are. Along with this, the paper will equally look at other qualities that ought to be available in EFL teachers with the overall aim of helping them to do their job successfully, and hence attain the expected learning results.

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The Effect of Teacher–Family Communication on Student Engagement: Evidence From a Randomized Field Experiment

Cited by 136 publications

References 39 publications

Teaching and learning physics using technology: Making a case for the affective domain

Teaching and learning physics using technology: Making a case for the affective domain

Nudging in education

The Characteristics of a Successful EFL Teacher in the Learners’ eyes

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